First published in 1950, this was a new work by Charles Baudouin, world-famous French psychologist and takes its title from the opening chapter, which examines the transformation of the myth of Progress, characteristic of the eighteenth and nineteenth centuries, into the myth of Modernity, characteristic of the time of writing. The author has little sympathy for a development which he regards as essentially vulgar; the myth of Progress, he says, had its aspiration and gave man reasons for reaching out for better things, but the myth of Modernity 'seems to give humanity reasons only for fleeing from itself, reasons for unhappiness, inasmuch as the man who runs away from himself is an unhappy man'. This chapter is characteristic of those that follow - on Baudelaire, Verlaine and other literary topics; on Art and the Epoch, The Prestige of Action, Technique versus Mysticism, Opinion and Tolerance, etc. A broad humanity and a gentle irony are the characteristic features of this simulating book, now available again to be enjoyed in its historical context.

Originally published in 1924, this title is divided into four parts each looking at contemporary issues of the time. Beginning with 'The Liberators of the Mind' the author discusses important thinkers of the time, such as Tolstoy and Nietzsche. The second part looks at 'The War and Peace' which refers to the recently fought First World War. He then moves on to 'Education and Society' where discussions include Bahaism and Father Christmas. The final part looks at 'Art and Criticism' discussing the trends of French post-war poetry - realism, symbolism and dynamism - followed by a look at dynamic drawing. Available again after many years out of print.

Originally published in 1922, this title was intended for the expert and for the general reader. The original blurb states: "As far as the general reader is concerned, there does not yet exist a volume which gives a straightforward and thoroughly comprehensible explanation of the leading methods and theories of psychoanalysis, in conjunction with an exposition of the philosophical, educational, and general psychological bearings of the doctrine. But the author's main object is a practical one. 'The method to which experience has led me, and whose results are here recorded,' writes Baudouin in the first chapter, 'is founded upon unceasing collaboration between autosuggestion and psychoanalysis. Whether it be heretical or not, I am confident that immense advantage can be derived from such collaboration.'"

This title, originally published in 1920, second edition in 1924, has been largely forgotten in the history of hypnosis. Charles Baudouin's first book, it is an important account of the early theories discovered by the New Nancy School, widely recognised as the founding school of modern day hypnosis. The author provides a detailed discussion of autosuggestion, as well as providing some practical suggestions.

Originally published in 1924, this title is divided into four parts, each looking at contemporary issues. Beginning with 'The Liberators of the Mind', the author discusses important thinkers of the time, such as Tolstoy and Nietzsche. The second part looks at 'The War and the Peace', which refers to the recently fought First World War. He then moves on to 'Education and Society', where discussions include Bahaism and Father Christmas. The final part looks at 'Art and Criticism', discussing the trends of French post-war poetry - realism, symbolism and dynamism - followed by a look at dynamic drawing. This volume is available again after many years out of print.

Originally published in 1924, this title is substantially a continuation of Baudouin's earlier work Studies in Psychoanalysis, being an application of psychoanalysis to the theory of aesthetics, as illustrated by a detailed study of the works of the Belgian poet Emile Verhaeren. The 'interpretation' Freud has supplied for dreams Baudouin attempts - and archives - for the imagery of the artistic creator. The work is in part based upon private documents supplied to the author by Madame Verhaeren, an autograph letter, and a previously unpublished poem.

Originally published in 1922, this title was intended for the expert and for the general reader. The original blurb states: "As far as the general reader is concerned, there does not yet exist a volume which gives a straightforward and thoroughly comprehensible explanation of the leading methods and theories of psychoanalysis, in conjunction with an exposition of the philosophical, educational, and general psychological bearings of the doctrine. But the author's main object is a practical one. 'The method to which experience has led me, and whose results are here recorded,' writes Baudouin in the first chapter, 'is founded upon unceasing collaboration between autosuggestion and psychoanalysis. Whether it be heretical or not, I am confident that immense advantage can be derived from such collaboration.'"

This title, originally published in 1920, second edition in 1924, has been largely forgotten in the history of hypnosis. Charles Baudouin's first book, it is an important account of the early theories of the New Nancy School, widely recognised as the founding school of modern day hypnosis. The author provides a detailed discussion of autosuggestion, as well as providing some practical suggestions.

Originally published in 1924 this title is substantially a continuation of Baudouin's earlier title Studies in Psychoanalysis, being an application of psychoanalysis to the theory of aesthetics, as illustrated by a detailed study of the works of the Belgian poet Emile Verhaeren. The 'interpretation' Freud has supplied for dreams Baudouin attempts - and archives - for the imagery of the artistic creator. The work is in part based upon private documents supplied to the author by Madame Verhaeren, an autograph letter, and a previously unpublished poem.

Originally published in 1933, the author's ambition was to depict the child mind as revealed to us by psychoanalysis. It was not intended to teach the technique of psychoanalysis as applied to children or to formulate a methodology of education. The author starts by defining the concepts of psychoanalysis and children from his earlier title, dealing with psychoanalysis in relation to education: fundamental mechanisms; complexes; typical disturbances and methods. In this title he chooses to focus on complexes which he believed was 'the heart of the matter'. A great opportunity to read an early interpretation of psychoanalysis and its application to children.

The author states here that Tolstoy was a great educator and his views on education were ingenious and profound. Despite being a great artist, Tolstoy also had pedagogic method and drew abundantly on the stores of science. The book looks at articles which Tolstoy wrote on education and childhood, comparing him frequently to Rousseau, and also outlines the influences of his travels which informed his knowledge of contemporary schooling. The conclusion considers the development of Tolstoy's thought on teaching alongside the state of education at the time the book was first published, in 1923. This will be of interest for the educational historian as well as those interested in Tolstoy himself.

The author states here that Tolstoy was a great educator and his views on education were ingenious and profound. Despite being a great artist, Tolstoy also had pedagogic method and drew abundantly on the stores of science. The book looks at articles which Tolstoy wrote on education and childhood, comparing him frequently to Rousseau, and also outlines the influences of his travels which informed his knowledge of contemporary schooling. The conclusion considers the development of Tolstoy's thought on teaching alongside the state of education at the time the book was first published, in 1923. This will be of interest for the educational historian as well as those interested in Tolstoy himself.

First published in 1950, this is a late work by Charles Baudouin, world-famous French psychologist, and takes its title from the opening chapter which examines the transformation of the myth of Progress, characteristic of the eighteenth and nineteenth centuries, into the myth of Modernity, characteristic of the time of writing. The author has little sympathy for a development which he regards as essentially vulgar; the myth of Progress, he says, had its aspiration and gave man reasons for reaching out for better things, but the myth of Modernity 'seems to give humanity reasons only for fleeing from itself, reasons for unhappiness, inasmuch as the man who runs away from himself is an unhappy man'. This chapter is characteristic of those that follow - on Baudelaire, Verlaine and other literary topics; on Art and the Epoch, The Prestige of Action, Technique versus Mysticism, Opinion and Tolerance, etc. A broad humanity and a gentle irony are the characteristic features of this stimulating book, now available again to be enjoyed in its historical context.

Originally published in 1933, the author's ambition was to depict the child's mind as revealed to us by psychoanalysis. It was not intended to teach the technique of psychoanalysis as applied to children nor to formulate a methodology of education. The author starts by defining the concepts of psychoanalysis and children with reference to his earlier title dealing with psychoanalysis in relation to education: fundamental mechanisms; complexes; typical disturbances and methods. In this title he chooses to focus on complexes which he believed was 'the heart of the matter'. A great opportunity to read an early interpretation of psychoanalysis and its application to children.